Learning Social Media With Our Learners Revisited: Tweetorientations

March 14, 2014

Less than a year ago, Betty Turpin (librarian at the International School of Stuttgart) was completing a four-week online “Social Media Basics” course I had designed and was facilitating for ALA Editions. Now she is introducing me to innovative uses of the social media tools we explored with her course colleagues.

Betty Turpin

Betty Turpin

Twitter is at the center of a story that should be tremendously inspiring and useful to any trainer-teacher-learner. Betty is maintaining a wonderful Twitter feed (look particularly as the series of tweets that began appearing on February 13, 2014) to help prepare students for participation in a dynamic study-abroad program and project designed to produce concrete results: “planning, managing, and implementing an entirely new school library, and assessing a sustainable automation system in a fully-contained setting” while earning full credit for two courses (“Managing Library Automation Projects” and “Seminar in Information Resources and Services for Special Clienteles”), a promotional flyer confirms. Betty’s use of Twitter also made me aware of what she is doing; we used Twitter for an initial interview about her efforts before moving the conversation into email; and I suspect we’ll both continue using Twitter to post updates as she continues orientation-by-Twitter—an idea I suspect many of us will eagerly look to apply into our own training-teaching-learning efforts.

Her summary via email shows us what has developed:

UNT_Logo“The University of North Texas [UNT], your alma mater as well as mine, has a study abroad program for graduate library students. I participated as a student four years ago in Kyiv, Ukraine. Last year I tagged along to a school in Moscow, Russia, for my own professional development. I graduated from UNT in 2012, but as you might imagine, professional development for English-speaking librarians overseas is a bit hard to come by. This year, I am the sponsoring librarian and the students are coming to work for me at my school in Stuttgart, Germany.  I’ve also arranged for the students to start-up a library at a new international school in Karlovy Vary, CZ.  The school will open its doors with its first students in August, 2014. The library and opening day collection will be put into place by UNT’s Dr. [Barbara] Schultz-Jones, Professor Debby Jennings, and their team of 20 graduate librarians.

“Dr. Schultz-Jones has been running this program for ten years, more or less…When the team started getting themselves organized for this year’s trip, I decided to use a social media platform to help pass on some of the information they might either need or want for their trip.”

International_School_of_Stuttgart_LogoTwitter became Betty’s tool of choice because she saw it as a way to build excitement; as a resource that could be easily managed on a day-to-day basis; and as a conduit to concisely provide valuable tidbits orienting the learners to the International School of Stuttgart, the city and its culture, and general library issues they will need to understand before they dive into their project of creating that new school library in the Czech Republic, she explained.

“Students get overwhelmed thinking abt. an overseas visit. Bits of info at a time work better, hence tweets,” she added via Twitter.

The feed she maintains is charmingly effective. It begins with an invitation to engagement (“Welcome, UNT Student Librarians! Pls follow me. We’ll tweet info., photos, and exciting news from Germany until you are HERE! Tchüß!”); continues with introductions to wonderful resources, including the school’s website and to the Visible Thinking site, to prepare them for the work they are about to begin; and includes tweets designed to facilitate online interactions among the learners themselves. Understanding the value of imagery, she is particularly good at incorporating colorful photographs into those tweets, showing everything from playful images of the people the learners will meet at the school to a picture of one of the chairs available to them. This is a level of orientation so far removed from the deadly-dull introductory information dumps so prevalent in student and workplace learning today that it almost begs to have its own training-teaching-learning nomenclature: Tweetorientations, anyone?

And there’s more: her feed, in addition to nurturing a community of learning, also has the potential to easily be organized into a newly-formatted reusable learning object—perhaps part of a larger custom-designed orientation manual or virtual textbook that could include tips and observations from the learners themselves—if she ultimately decides to collect the entire series into a Storify document or a PDF to be accessed by the UNT students or anyone else interested in Stuttgart and the International School.

For now (as Betty notes), she has a very small number of followers on Twitter. But I suspect that will change when our training-teaching-learning colleagues realize how effectively she is using Twitter. And what a great example she is setting for the rest of us.


ALA Midwinter 2014: Life at the Speed of Light

January 24, 2014

Attending the American Library Association (ALA) 2014 Midwinter Meeting here in Philadelphia is helping me viscerally understand the concept of dog years—that belief that a year in a dog’s life is much more compressed than a year of a human’s life.

ALA_Midwinter_2014--LogoArriving a couple of days early so I would have a chance to acclimate to time and climate changes (and make no mistake about it: leaving San Francisco’s unseasonably warm weather for nine-degree Fahrenheit temperatures and snow-covered sidewalks and plazas here is a major change), I spent a little time during that first evening learning to walk on snow and ice without looking as if I were a runner-up contestant on a show combining America’s least-coordinated people with a perverse parody of the Ice Capades (sans ice skates).

Having remastered the art of walking by mid-day Thursday, I immersed myself in one of the relatively new local gems: the Barnes Foundation, with its exquisite collection of Impressionist works, African masks and more contemporary paintings and watercolors. Entering the gallery spaces with little more than a passing awareness of the controversies surrounding the move of the collections from their original site to this newly-created space near the Free Library of Philadelphia, the Philadelphia Museum of Art, and the Rodin Museum, I found curiosity about the controversies being quickly replaced by a sense of awe and wonder by the scope of the collections (more Renoir, Cezanne, Matisse, Prendergast, Glackens, Demuth, and Pascin paintings than I’ve ever seen in any other permanent collection). And more importantly, I felt a deep sense of appreciation for the learning opportunities that ALA inspires me to pursue each time I travel to a major city to attend and participate in an ALA Midwinter Meeting or Annual Conference.

ALA_2013--Top_TweetsMidwinter-mania really began to set in late Thursday afternoon and evening when I continued a long-standing practice of having dinner with colleagues engaged in training-teaching-learning in libraries and started also monitoring the #alamw14 Twitter hashtag to see how others were faring. Dinner and the conversation with the colleagues reminded me again of why I so deeply value the connections made through ALA and other professional organizations and through the use of Twitter backchannels. The shared meals combined with the use of those backchannels makes it possible to no longer be limited to being in any one place at any given moment—they provide us with countless sets of virtual eyes to gain a far more complete view of what conference interactions produce. And they also set us up for the very fruitful encounters none of us could possibly arrange but which seem to come our way if we’re attentive, flexible in how we approach our conference schedules, and sometimes just plain lucky.

Those unexpected encounters sometimes begin very early in an Annual Conference or Midwinter Meeting cycle: I’ve run into colleagues while waiting to pick up luggage in airports, while checking into hotels, and even once unexpectedly met a conference-bound colleague when the conference-scheduling muses arranged to have both of us ride the same shuttle to reach the San Francisco Airport for our departing flight to a conference. And today was no different: two hours before the first official conference event—the opening of the Exhibits Hall—I was looking for a way to relax after a very stimulating and inspiring daylong committee meeting which involved strategic planning for the group of which I am a member. Knowing that the Networking Uncommons offers a place to decompress, I was beginning to settle into a table when a cherished colleague—ALA Learning Round Table board member Maurice Coleman—spotted me from across the room, walked over to the table, and invited me to join him and some of his LITA (Library and Information Technology Association) colleagues for what turned into an unexpected exploration of how Google Glass works because one of the LITA members had obtained a Google Glass two days earlier, followed by yet another dinner with colleagues deeply immersed in and passionate about the libraries, library users, and library association they serve.

So yes, I feel as if I have lived weeks instead of days between Wednesday and Friday of this week. And yes, I’m already completely exhausted yet equally exhilarated by what attendance at ALA Midwinter 2014 has provided even though most of the formal programming and meeting opportunities are yet to come. Can’t wait to see how many dog years Saturday brings when I rejoin the world Saturday morning.


Hidden Garden Steps: A Community Continuing to Evolve

January 15, 2014

The Hidden Garden Steps ceramic-tile mosaic created and completed by project artists Aileen Barr and Colette Crutcher is in place here in San Francisco, and an ever-expanding community has quickly claimed the site as its own—just as organizing committee members hoped it would.

The Steps as venue for exercise

The Steps as venue for exercise

New resources connecting that community are appearing online with increasing frequency. We have seen our existing website, Facebook page, and Twitter account (all created and maintained by project volunteers) augmented through individual initiatives by those who are falling in love with the Hidden Garden Steps (on 16th Avenue, between Kirkham and Lawton streets in San Francisco’s Inner Sunset District): There are already reviews on Yelp, check-ins on Foursquare (including our first official Hidden Garden Steps Foursquare mayor), favorable mentions in the San Francisco Examiner and on Weekend Sherpa, and wonderful articles on Cindy Casey’s “Art and Architecture – San Francisco” blog and Tony Holiday’s San Francisco park trails and public stairways blog.

A two-fold agenda was always at the heart of the four-year effort to transform the overgrown, ill-tended, graffiti-marred 148-step concrete staircase (originally constructed in 1926) into a neighborhood gem: creating a second ceramic-tiled staircase with community gardens to complement the original steps on Moraga Street, between 15th and 16th avenues, and creating an outdoor variation on the indoor Third Place concept promoted by  Ray Oldenburg in The Great Good Place: Cafés, Coffee Shops, Bookstores, Bars, Hair Salons and Other Hangouts at the Heart of a Community (1989)

The formal opening ceremony on Saturday, December 7, 2013 provided plenty of signs that both goals were being met. Sherry Boschert, a Hidden Garden Steps supporter who remains active in a variety of neighborhood initiatives, worked with Steps organizing committee members to organize and orchestrate a community-based volunteer-driven block party that attracted more than 150 participants. Among those speaking at the event were San Francisco County Supervisor Norman Yee (also serving as acting mayor that day); San Francisco Department of Public Works Community Liaison Jerad Weiner, who remains a conduit of onsite support through the San Francisco Department of Public Works Street Parks Program; DPW structural engineer Ray Lui; San Francisco Parks Alliance Executive Director Matt O’Grady, offering support as head of our fiscal agent; and the artists themselves.

Every one of those brief from-the-heart presentations acknowledged the number of partnerships, donors, and community volunteers needed to produce something of that magnitude, and Supervisor Yee’s own presentation captured the spirit of the endeavor—rather than placing himself at the center of the event, he very generously spent time  acknowledging that he was elected to represent the district as the project was nearing completion and that it was the work of his predecessor (former District 7 County Supervisor Sean Elsbernd) and predecessor’s staff that contributed tremendously to the success of the Steps initiative.

Ribbon-cutting at the Opening Ceremony

Ribbon-cutting at the Opening Ceremony

Organizing committee members had one intentionally brief, wonderfully playful moment in the limelight as we were surrounded by many of our project partners to cut a multi-colored crepe-paper-weave ribbon stretched across the foot of the Steps. We then literally and figuratively stepped aside as dozens of people streamed up the Steps to transform the site from a project facilitated by a core group of community volunteers to one claimed by the larger community that supports it.

By late afternoon, the crowds had dispersed. A sense of tranquility was once again palpable on site. And by mid-evening, the Steps were continuing to quickly evolve into a meeting place for friends as well as for neighbors and complete strangers who otherwise might not be seeing, talking, and dreaming with each other. As I was taking a final look down the Steps just before 10 o’clock that evening, I ended up talking with someone who hadn’t realized the Steps were already completed and open to the public. We chatted about how the project had developed, talked about how he wished he had been available to more actively support and be an active participant in the development and implementation of the project, and talked about other neighborhood projects in development—which made me realize that less than 10 hours after the Steps opened, they were already functioning as an outdoors Third Place that draws people together and creates the possibility of additional collaborations.

A recent spur-of-the-moment sweepathon

Those encounters have continued on a daily basis since that initial day. Several organizing committee members and other neighbors all found ourselves engaged in a wonderful impromptu conversation on the Steps on New Year’s Day. Visitors from San Francisco’s East and South Bay areas have repeatedly come to the Steps and brought friends. Those who supported the project through the purchase of individual tiles interwoven into the completed mosaic with personal inscriptions come, photograph, and bring friends to enjoy the beauty of the site and the spectacular views it provides. Project volunteers continue to participate in the monthly two-hour clean-up and gardening sessions held on the second Saturday of each month from 1 – 3 pm (open to any interested new or returning volunteer), and neighbors, without any formal guidance or call to action, simply show up when they see that the Steps need to be swept or in some other way spruced up a bit to keep the site pristine.

HGS--Third_Place_Clean-up--Al--2014-01-05

Steps volunteer Al Magary engaged in clean-up

Most importantly of all, the spirit of community and collaboration that drove the Hidden Garden Steps to completion is already inspiring a neighbor—Al Magary—to see if he can informally organize a group to sweep and take other actions to clean up the long-ignored even larger set of steps one block away (on 15th Avenue, between Kirkham and Lawton streets). Anyone interested in joining that budding community of interest can contact Al for more information at 15thAveStepsPark@gmail.com. Who knows? Perhaps a third set of ceramic-tiled steps is on its way.

N.B.: This is the twenty-third in an ongoing series of articles to document the Hidden Garden Steps project in San Francisco.


Conferences, Twitter, and Staying Connected: No Longer Left Behind

October 28, 2013

An oft-repeated and rather poignant joke among some of my colleagues is becoming a thing of the past: those who wish they could but are unable to attend conferences—specifically those sponsored by the American Library Association—have long tried to keep up with onsite participants’ reports via Twitter, using the conference hashtag as well as #ALALeftBehind as points of connect. But more than a few of us are realizing that we can do more than sit by the virtual sidelines and watch everyone else have fun onsite, as I confirmed through a spur-of-the-moment experiment people attending the annual ASTD (American Society for Training & Development) Chapter Leaders Conference in Crystal City, Virginia a few days ago while I stayed home.

ASTD_ALC_2013--Logo

I’ve been on the other side of this left-behind fence many times, as I’ve noted through articles about participating onsite in backchannel conversations; ASTD colleague David Kelly has also written eloquently about Twitter, backchannels, and conferences. Several of us attending the annual ASTD International Conference & Exposition over the past couple of years have, as part of our Chapter Leader Day activities, reached out from the conference via short, live sessions to connect onsite colleagues with left-behind colleagues; we were attempting not only to reach out to and connect with those who stayed home, but to demonstrate how easy it could be for ASTD chapter leaders (or anyone else) to bring their local meetings to a larger audience through active Twitter feeds as well as via free tools including Google Hangouts and Skype. But I hadn’t been part of the #leftbehind gang until changing circumstances this year unexpectedly caused me, for the first time since 2008, to miss a couple of those onsite annual events that mean so much to me in terms of keeping up with my communities of learning and the ASTD colleagues who make up one very important part of my personal learning network (PLN).

The idea of trying to actively participate in the 2013 ASTD Chapter Leaders Conference via Twitter began taking shape when I saw a tweet from an onsite colleague expressing regret that I couldn’t be there for our annual joint presentation on nonprofit basics for chapter leaders. I jokingly responded, via Twitter, that I actually was there and that he had probably simply missed me up to that moment.

xplrpln_logoTransforming an offhand joke into the experiment quickly took shape as I thought about how I’ve been inspired to find new ways to reach out to members of my communities of learning and personal learning networks through the Exploring Personal Learning Networks (#xplrpln) course that Jeff Merrell and Kimberly Scott are currently facilitating under the auspices of the Northwestern University Master’s in Learning & Organizational Change Program. Less than 48 hours earlier, in fact, another ASTD colleague who is not in that massive open online course (MOOC) had stumbled into an #xplrpln session via Twitter, so it wasn’t much of a stretch for me to toy with the idea of doing the same thing via Twitter, but with a bit more planning and more deliberate actions designed to foster two-way participation.

It didn’t take long for the experiment to produce wonderful—although somewhat limited—results. Using a Twitter management tool (I defaulted to HootSuite.com, but Twubs.com and Tweetchat.com are among the tools that could have worked just as easily) at the end of the first day of the conference, I skimmed the feed late that evening, retweeted a few of the more interesting items just as I would have done if I had actually been onsite, and added comments, knowing that this had the potential not only to inspire interactions with onsite attendees but also draw in a few of my own followers on Twitter if they either retweeted or responded to those late-night posts.

Connected_Educator_Month_LogoBy the next morning, a couple of onsite colleagues had responded. And a little later, during the second day of that two-day conference, a couple of onsite conference attendees actually retweeted the notes I had retweeted. I continued to participate throughout the day as time allowed. The real pay-off for the experiment came when the exchanges put me in touch with one of the presenters who had seen the retweets and comments. The result, in many ways, was exactly what it would have been if I had been onsite and meeting members of those expanding communities of learning and personal learning networks rather than feeling as if I were part of the left-behind gang. The positive aspects of this are obvious: with a bit more planning and organization, onsite and offsite participants could be interacting at far more significant levels than the limited amount of interaction this experiment nurtured. And the obvious weakness of this plan is that the small number of onsite participants tweeting summaries of sessions made it difficult to participate in more than a few of those sessions at this level. But it was an interesting start—one that offers a lot of promise for any of us who want to nurture our communities of learning and personal learning networks in every way possible. And I certainly felt far less left behind and far more connected as a trainer-teacher-learner than would otherwise have been the case.

N.B.: This is the seventh in a series of posts inspired by Connected Educator Month and participation in #xplrlrn (the Exploring Personal Learning Networks massive open online course).


#etmooc and #lrnchat: When Communities of Learning Discuss Community—and Produce Results

September 27, 2013

There was no need this week to read yet another book or article on how to effectively create and nurture great communities. Participating in live online sessions with colleagues in two wonderful communities of learning (#etmooc, using the #etmchat hashtag and a Google+ community for online exchanges, and #lrnchat) provided experiential learning opportunities among those trainer-teacher-learners: participating in discussions to explore what makes our communities attractive or unattractive, and contributing to the conversations in ways that produced immediate results, e.g., a name for a new learning community that is in the early stages of formation in Australia.

#lrnchat_logoThe first of the two communities—#etmooc—is relatively young, having grown out of the Educational Technology & Media massive open online course (MOOC) developed by Alec Couros and colleagues earlier this year, while #lrnchat appears to have been in existence at least since early 2009 and is currently facilitated by David Kelly, Clark Quinn, Cammy Bean, and Jane Bozarth.

While #etmooc draws together a worldwide group of trainer-teacher-learners interested in improving their ability to effectively and engagingly incorporate technology into the learning process, #lrnchat has the somewhat broader goal of serving as a community “for people interested in the topic of learning [and] who use the social messaging service Twitter to learn from one another and discuss how to help other people learn”; those first-rate #lrnchat organizers also routinely post session transcripts that in and of themselves are great learning resources for others involved in training-teaching learning.

Participants and discussion topics sometimes, as was the case this week, overlap in #etmchat and #lrnchat sessions in fortuitous ways. Those of us who joined the #etmchat session on Wednesday and then joined #lrnchat on Thursday were able see these two overlapping yet significantly different communities explore (and, in many ways, celebrate) the elements that have made both communities dynamically successful. (Stats posted this afternoon by #lrnchat colleague Bruno Winck, aka @brunowinck, suggest that the one-hour session produced 642 tweets and 264 retweets from a total of 79 participants.)

What was obviously common to both groups was the presence of strong, dedicated, highly-skilled facilitators who kept the conversations flowing, on topic, and open to the largest possible number of participants. There was also an obvious sense of respect and encouragement offered to newcomers as well as to those with long-term involvement—a willingness to listen as well as to contribute, and a commitment to extending the conversation to others not immediately involved. (Retweeting of comments was fairly common in both groups, indicating a commitment to sharing others’ comments rather than trying to dominate any part of the conversation solely through personal observations). What we continually see in both groups is an invitation to engage and a willingness to listen as well as contribute rather than the tendency to create and foster cliques that exists in less effective and less cohesive communities.

A sense of humor and a fair amount of humility also appears to support the high levels of engagement visible in both groups—those who are most inclined to offer the occasional ironic/sarcastic/snarky comment just as quickly turn those comments back on themselves to draw a laugh and make a point that contributes to the overall advancement of discussion—and learning—that both communities foster.

There also is more than a hint in both communities of creating learning objects through the transcripts and conversational excerpts (e.g., through the use of Storify) generated via these discussions. And that’s where some of the most significant results are produced, for embedded in those transcripts and excerpts are links to other learning resources that many of us may not have previously encountered.

etmoocFollowing those links during or after the conversations continues our own personal learning process and, as was the case with #lrnchat yesterday, actually produce something with the potential to last far longer than any single discussion session. One of those unexpectedly productive moments of community-sharing-in-action yesterday came when, from my desk here in San Francisco, I posted a link to a Wikipedia article about third places—that wonderful concept of the places outside of home and work that serve as “the heart of community” and the third places in our lives, as defined and described by Ray Oldenburg in The Great Good Place: Cafés, Coffee Shops, Bookstores, Bars, Hair Salons and Other Hangouts at the Heart of a Community (1989). A colleague in Melbourne (Helen Blunden), seeing that link, quickly followed it to familiarize herself with the concept, then realized that “Third Place” would serve nicely as the name for a new learning and development community she is currently forming in Melbourne—which means that when members of #3placemelb (Third Place Melbourne) interact online, they’ll be the latest offshoot of a learning tree with roots in Oldenburg’s book first published in 1989; a well-developed trunk that has branches representing a variety of settings, including libraries; and continues to sprout twigs in online virtual communities such as #etmooc and #lrnchat, blended (onsite-online) settings, and that latest growth in Melbourne—all because great communities seem to beget additional great communities through collaboration rather than competition.

N.B.: The #lrnchat sessions currently take place every Thursday from 8:30-9:30 pm EST/5:30-6:30 PST; #etmchat sessions are generally announced on Twitter via the #etmooc hashtag and are also promoted in the #etmooc Google+ community.


David Lee King: face2face with Social Media and Social Graces

August 21, 2013

The fact that Facebook has more than 1 billion registered users doesn’t in any way suggest that there are more than 1 billion skilled users of social media tools worldwide. So a book like David Lee King’s face2face: Using Facebook, Twitter, and Other Social Media Tools to Create Great Customer Connections has the potential to upgrade the social skills—and social graces—of those still struggling to improve their online social interactions at the business level David targets…and at a personal level, too.

face2face--coverDavid’s ability to communicate engagingly and well—a skill that attracts many of us to his presentations, his blogging, and to the work he does as Digital Services Director at the Topeka and Shawnee County Public Library—serves readers well in face2face as he dives right in with on-target advice. He starts by reminding us that we need to be human rather than standoffish and mechanical on the Web. We need to listen; respond professionally and as informally as we can to nurture the levels of interaction that accompany successful engagement via social media tools; and think strategically so that our use of videos, blog articles, and other online postings consistently lead us to productive and positive results.

His honesty also helps us understand both the positive and the negative approaches into which so many of us fall in our use of social media. In telling the story of his online interactions with people at what he calls “the Snarky PR Agency”—omitting the company’s name because “they ended up being very professional”—he describes the agency’s initial spam that raised his ire; openly describes his own snarky online response (a tweet about how the agency “mass spammed me hoping I’d review a kids book. Obviously NEVER read my blog, so why would I read your book?”); and after leading us through the series of exchanges they had, notes that there was a positive result: “We ended up having a nice chat about small businesses discovering and using social media. The PR agency turned the conversation around from a negative one to a positive one” (pp. 130-136).

None of this, however, would mean much if face2face didn’t work from a wonderful foundation: helping us understand how to create and nurture community connections that interweave onsite and online interactions rather than viewing them as unrelated activities. He reminds us that Tweetups—face to face meetings of individuals who originally met via Twitter—and numerous other onsite encounters mean that what starts in Twitter (or Facebook or Google+ or any other online setting) doesn’t need to stay in that setting; those of us who attend conferences and other professional gatherings are abundantly aware of how online interactions seamlessly extend into those face-to-face encounters just as relationships that begin face-to-face in conferences, workshops, and other settings become richer, deeper, and unbelievably sustainable through online extensions of those conversations.

Which brings us to the playful foundation of David’s book—the understated yet implicit redefinition of our concepts of what the term face to face means in our onsite-online world. As we read through David’s sections on “business casual,” “where and how to begin,” “measuring success,” and “applying what we’ve learned,” we can’t help but see that effective use of the tools under discussion make us realize we can just as easily be face to face online as we can in the original sense of the term—when we’re onsite with someone.

My own experiences with onsite and online learners convince me that we’re even struggling to have our language catch up with the evolving nature of our interactions in something as simple as defining the first time we meet someone.” Those who remain inexperienced or uncomfortable with online interactions still don’t think of themselves as having “met” someone until they have their first onsite face-to-face encounter. Yet the immediacy of interactions via Skype, Google+ Hangouts, Blackboard Collaborate learning sessions that are well facilitated, and numerous other tools more and more frequently find that the quality and depth of interactions in those settings help us understand that the definition of meeting someone is shifting subtly and inexorably as more and more of us become comfortable with the idea that we’re living and thriving in an onsite-online world. And works like face2face can only help to make that process smoother for anyone who takes the time to read and absorb all that it offers.


ALA Annual Conference 2013: Backchannels Revisited

July 3, 2013

Attending conferences like the 2013 American Library Association (ALA) Annual Conference (held over the past several days here in Chicago) always provides a reminder, both positive and negative, of how far we have come in coping with life in an onsite-online world—and how far we still have to go in effectively using social media tools.

ALA_2013_Chicago_Logo_FINAL_CLR_0 (1)The opportunity to see and learn from colleagues is clearly a huge attraction for many of us; doing business (on the committees on which we serve, with the vendors upon whom we rely, and, for those of us working as consultants, with current and prospective clients) as well as having those spur-of-the-moment unplanned conversations that invariably happen even when there are more than 25,000 people onsite are absolutely inspirational. And combining our onsite presence with online activity through the Twitter backchannel, Facebook postings, and other online activities via laptops and mobile devices means that we have hundreds of onsite-online colleagues helping us find meetings, learning opportunities, after-hours gatherings, and other shared conference experiences we might otherwise have missed.

There is even an attempt to actively include those who are unable to physically attend the conference: the usual #ALALeftBehind hashtag not only kept us in contact with those who were interested but unable to attend—it often offered tongue-in-cheek opportunities to participate through virtual #alaleftbehind conference ribbons and even a very clever opportunity to be virtually photographed with a popular conference attendee.

As has been the case with other conferences I’ve attended, the ALA 2013 Annual Conference began with a bit of confusion about how best to reach colleagues arriving in Chicago. During the days leading up to the conference, many of us had inaccurately assumed that the official conference hashtag was #ala13—the conference URL started with “ala13”; there were numerous references online to that hashtag; it was the shortest possible combination many of us could imagine as a way of keeping up with each other (and when you only have 140 characters to convey a message, every typed character has to count); and the Twitter feed for #ala13 was very active. It wasn’t until many of us were onsite, however, that colleagues were nice enough to post tweets calling our attention to the official hashtag (#ala2013, with its extra two characters). The result, throughout the conference, was that any of us hoping to reach the largest possible number of colleagues ended up using both hashtags in our posts—a situation similar to what often happens with colleagues in the American Society for Training & Development (ASTD) who face the #astd13/#astd2013 challenge when attending and/or following conference exchanges via Twitter.

ALA_2013--Top_TweetsThere were many times when both feeds were moving so quickly that it was impossible to either follow them in the moment or to follow them later by skimming earlier posts, for taking the time to try to review tweets invariably meant falling behind in the ever-developing stream of comments. American Libraries Senior Editor Beverly Goldberg (@americanlibraries) offered a playfully subjective bit of assistance by compiling lists of Top 10/Top 20 tweets while the conference was fully underway on Friday, Saturday, Sunday, and Monday.  Reviewing her picks gives a wonderful overview of content—everything ranging from snippets from notable presentations to comments about the length of the lines at the onsite Starbucks outlets.

Bev, much to my surprise, included one of my paraphrases of a keynote speaker’s comment in her Friday list, then nailed me the following day in a very funny way by rerunning the same tweet on the next list and noting that I had suggested that standards must have been lowered if my tweets were making any sort of Top 10 list. (That’s OK, Bev, I know where you tweet!)

What doesn’t show up in those Top 10 lists is the reminder that some of our colleagues apparently need reminders that what happens in Twitter doesn’t necessarily stay in Twitter. There were the usual snarky comments from those who felt they needed to play den mother to the rest of us through cajoling notes about not wearing conference badges while walking city streets (I can’t imagine anyone reading one of those comments and thinking, “Oh, yes, that’s very helpful; thank you for making me a more responsible representative of my profession.”); standing to the right side of escalators so others could race up the left-hand side (why bother? the lines were going to be long at Starbucks no matter what time you arrived); and even writing critical comments to presenters while those presenters were in the middle of their presentations and clearly not paying any attention to the backchannel. All that those tweeters accomplished was to make the rest of us a little hesitant to have anything to do with them since those notes, at very least, indicated a level of incivility that present and future employers can’t help but notice.

There are certainly thousands of attendees who had great conference experiences without ever stepping into the Twittersphere and interacting at that level; there are also many of us who found our overall experience enhanced by combining our onsite and online presences. And now, as I’ve written after intensively engaging in other conferences, it’s nearly time to think about engaging in a digital media fast to decompress from several days of nonstop connectivity. But not quite yet: there are a still a few more tweets to read and a few more articles to complete.


#etmooc: A Midterm Review of Connectivity, Collaboration, and Learning

February 20, 2013

With massive open online courses (MOOCs) at the center of hype, overhype, and plenty of justifiable criticism, a midterm review of one—the highly interactive Educational Technology and Media MOOC (#etmooc, organized by University of Regina professor of educational technology and media Alec Couros and others)—shows what a well-designed and well-facilitated MOOC can offer to learners with the digital literacy skills required to benefit from them.

etmoocDiving into #etmooc to gain my first hands-on experience in the burgeoning world of MOOCs—one of two technologies cited in the 2013 New Media Consortium (NMC) Horizon Report (Higher Education edition) as likely to “see widespread adoption in higher education over the next 12 months”—has far exceeded anything I expected. In less than three weeks, I have gained a rudimentary understanding of and appreciation for the differences between two types of MOOCs (the xMOOCs that many mainstream journalists seem to be addressing, and the much more interactive cMOOCsconnectivist MOOCs)—and much more. I have become an active part of a newly formed, dynamic, worldwide community of learners; continue to have direct contact with some of the prime movers in the development of MOOCs; had several transformative learning experiences that will serve me well as a trainer-teacher-learner involved in onsite and online learning; and have learned, experientially, how to use several online tools I hadn’t explored four weeks ago. My MOOCmates and I have already explored connected learning and digital storytelling; are currently engaged in efforts to better understand—and contribute to an understanding of—digital literacy; and will also have explored the open movement and digital citizenship by the time the course ends on March 30, 2013.

#etmooc shows more than 1,600 people registered. Of that group, at least 850 are part of the #etmooc Google+  community; more than 500 have already contributed to the course blog hob—an example of how digital literacy involves acts of creation as much as the acquisition of a pre-determined set of skills; and many have engaged in acts of learning and creation through the more than 150 #etmooc videos that have been posted on YouTube. Live sessions on Blackboard Collaborate generally attract at least 75 participants, with many more viewing the programs via the course archives—which suggests that the course is providing content that will be useful to far more people than are currently participating in the live version of #etmooc. And there is an official course Twitter feed that reflects only a small number of the 12,000 tweets collected and archived as of this evening via the #etmooc hashtag—many of them containing links to valuable resources.

etmooc_graphic[2]What it really comes down to is contacts, connectivity, collaboration, and learning. It’s about individually and collaboratively producing significant learning objects including, but far from limited to, Alec Couros’ course introduction; Dave Cormier’s session on rhizomatic learning; and the digital literacy sessions led by Doug Belshaw and Howard Rheingold. Any of the ever-growing list of sessions within the course archive provides stand-alone engaging examples of what online learning at its best provides. Each also inspires connections between the course designers/facilitators, other presenters, and learners; where I had initially expected very little direct contact with those delivering the course, given the large number of participants, I’ve been absolutely floored by the personal responses delivered in the form of tweets, responses to blog postings, and other interactions.

Outside of the course, on the other hand, I continue to see snarky comments from those who either haven’t had or aren’t willing to seek out these opportunities and the benefits they offer.  I also see that New York Times editorial writers have just published an editorial on why MOOCs and other online learning opportunities may not be appropriate for all learners—a valid point of view, but one that only in the most cursory fashion acknowledges the idea that MOOCs are a perfectly fine addition to the learning landscape for those of us who develop the digital literacy and learning skills to take advantage of what they offer—those who develop, in a sense, the very thing we’re studying at this point in the #etmooc curriculum (digital literacy and the skills that support a form of literacy that is increasingly becoming essential to 21st-century learning).

The point here is not what is wrong with MOOCs or how they might pose a threat to our current learning landscape. The point is what can be right about them and how the best of them are already becoming essential elements of training-teaching-learning. It makes no more sense to ignore the important, positive roles MOOCs can play than it would make to propose the abandonment of any other element of our learning landscape—from classroom-based academic offerings to the workplace learning and performance (staff training) efforts that are essential to lifelong learning. And participation in high-quality offerings like #etmooc are the best response of all to those curious about how MOOCs might fit into that landscape.

N.B.: This is the eleventh in a series of posts responding to the assignments and explorations fostered through #etmooc.


Learning Social Media With Our Learners (Pt. 4 of 4): Out of the Course and Into the World

February 10, 2013

It hasn’t taken long for participants in the latest version of the four-week online “Social Media Basics” course I developed with colleagues at ALA Editions to begin documenting our collective successes.

Social_Media_BasicsOne learner, in his final course posting, noted that he “had the opportunity to use Google hangouts as part of a reference interaction at work recently. An online student was having trouble finding resources for an assignment…and we used hangouts to work through some of the difficulties.”

Another learner, wanting to explore Google+ Hangouts further, arranged a session with five other course participants and quickly found the tool taking a back seat to a very engaging discussion in which they shared ideas and learned from each other in a way that made them feel as if they were sitting together rather than separated by tremendous geographic distances.

Several documented the fact that they had set up various social media accounts for the libraries they serve. At least a few have initiated live tweet sessions and begun discussing work-related issues in the private Facebook group we established so that our community of learning—which now includes participants from both offerings of the course—can continue to grow and flourish. And a few others were inspired to go beyond the course content and explore other tools, including Pinterest.

Engaging in a rudimentary version of learning analytics produces an interesting snapshot of how the course functions—and provides some positive responses to those who contend that online learning can’t possibly rival the face-to-face experience. Starting with a core group of 32 registered learners, we had five who never engaged at any significant level, and only four more who weren’t actively participating by the time the course ended. There was the usual spike of activity during the first of the four weeks of the course, with nearly 1,800 views of posts within the formal class forums that week; that had leveled off and remained steady at approximately seven hundred views during the final few weeks. Actual postings, however, were fairly consistent throughout the run of the course, with between 100 and 150 individual comments posted on course forums each week—which doesn’t even begin to take into account the dozens of postings made via Twitter, LinkedIn, and Google+ as we explored each of those platforms.

Most interesting to me, since I was expecting a steady decrease in discussion-forum postings, is that the largest number of individual discussions actually occurred during the final week, when learners were not only posting brief descriptions of their final projects, but also engaging in brief summaries of how their perceptions (and misperceptions) about social media tools had changed.

But it’s really not the numbers that tell the story here; it’s the observations the learners offered regarding how their perceptions had changed in positive ways and how they walked away from this brief, very concentrated experience with social media much more likely to use the tools than they had been before they took the course.

As I’ve said in response to many of their comments, this is the real icing on our learning cake. Because learning is about positive transformation, the fact that they are documenting increased use of social media tools and finding ways to use those tools to the benefit of those they serve in libraries throughout the United States and a few other countries means that our time together is offering rewards to the organizations they serve. They are also now engaged in a community of learning that was created during the initial offering of the course in 2012, has grown as a result of the latest four-week offering, and stands a good chance of growing even more as these participants use their online discussion groups to stay in touch, exchange resources, and explore issues of interest and importance to them in the months and years to come.


#etmooc Tweet Chat: Navigating Streams and Rivers

February 7, 2013

Fascinated by and immersed in Twitter backchannels and tweet chats, I’ve recently been assisting learners in the latest offering of our ALA Editions Social Media Basics course as they explore live chat sessions in a variety of social media platforms. Guiding them through chats in Twitter via TweetDeck, HootSuite, and TweetChat as well as through a private discussion group in Facebook has given me a greater appreciation for how much we all struggle to cope with the information deluge that we face every day—a situation that for me has increased exponentially over the past week as a result of my decision to dive into #etmooc, the Education Technology and Media MOOC (Massive Open Online Course) organized by University of Regina professor of educational technology and media Alec Couros and several “co-conspirators.”

etmooc#etmooc is incredibly engaging and well organized—which makes it one of the best online learning experiences I’ve ever had—but there’s no avoiding the constant risk of drowning in the deluge if those of us actively participating in #etmooc are not diligent about managing our time and resources. There’s the main site itself; the blog hub that aggregates postings from nearly 500 course participants; several branches that lead us to other social media platforms (e.g., Twitter and Google+) where various discussions are carried on day and night; extended sessions that occur live and then are archived in Blackboard Collaborate; and numerous offshoots through links to online articles and other resources, including postings on YouTube. (When you’re among 14,000 learners who are distributed all over the world, there is no possibility of closing down the course for the night, so one of the many lessons learned through this education technology and media course is how to focus on what’s essential and to not worry about what we don’t have time to explore.)

Deciding to join the #etmooc weekly tweet chat yesterday afternoon initially didn’t seem to present much of a challenge. I logged into TweetChat so I’d be able to focus on nothing but the flow of #etmooc tweets, and set up my account to pull in anything tagged with the #etmooc identifier (the course hashtag). As the discussion began, I was struck by a couple of unexpected observations: the number of participants seemed alarmingly small given how many people are registered and participating in the course, and the moderator seemed to have set up an unnecessary extra step by referring us to a different site if we wanted to monitor the questions that were meant to seed the hour-long conversation. I was even more puzzled by that decision when the moderator mentioned another very popular and well-organized tweet chat (#lrnchat) as a model for the #etmooc session, yet wasn’t following the obvious #lrnchat practice of posting questions directly into the chat as it proceeded. Bouncing back and forth between the site with the questions and the TweetChat stream of comments wasn’t impossible, but it was a bit frustrating, so I actually started copying the questions into the live chat session in the hope that it would stimulate others to contribute more dynamically to the conversation.

But this just didn’t feel right in a course as well designed as #etmooc is. And it wasn’t right. Because in my haste to join the session, I had missed a notice on the #etmooc site providing the chat hashtag as #etmchat to differentiate it from the general course Twitter feed to be found at #etmooc. What finally tipped me off was noticing, nearly halfway into the session, that a few notes had both hashtags—which, of course, prompted me to change my TweetChat setting to #etmchat and immediately discover the flood of exchanges I’d been expecting from the beginning.

Making that quick virtual leap from a meandering stream to a raging river of tweets was, to say the least, temporarily disorienting. And there was no way, given the flow of words, to review what had come before if I wanted to keep up with what was yet to come. So I took the plunge, joined the larger conversation, and had 30 minutes of exchanges with colleagues worldwide on the topic we’re currently studying: digital storytelling.

By the time the session reached its conclusion, I had made a few wonderful new connections. Learned an incredible amount on the topic under discussion. And received a very important reminder regarding a key element of online learning: don’t forget to read the details in online postings if you don’t want to end up floating on a stream via the wrong hashtag when a river of information is just a virtual stone’s throw away.

N.B.: This is the fifth in a series of posts responding to the assignments and explorations fostered through #etmooc; it also serves as another example of digital storytelling.


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